CHAPTER II
THEORETICAL REVIEW
A. Vocabulary
1. Definition of Vocabulary
In learning foreign language, vocabulary plays important role. It is one element that links the four skills of language those are listening, speaking, reading and writing. In order to communicate well in foreign language, students should get an adequate number of words and should get an adequate number of words and should know how to use them accurately.
There are some definitions of the vocabulary according to language experts, Pikulski and Templeton (2004: 1) says, vocabulary is the sum of words that are used and understood by students. While Kamil and Hiebert (2005: 3) says, vocabulary is a set of oral and print words which are mastered by someone in which those are used in the productive and receptive skills. In different words Vossoughi (2009: 1) states that, vocabulary is the tool used to think, to express ideas and feelings, and to learn about the world. From the definition above, it can be concluded that vocabulary is the collection of words which are mastered and used by someone to convey and accept an information.
2. Types of Vocabulary
students should have an adequate number of words. Hatch and Brown (1995: 370) mention that vocabulary can be divided into two types. They are:
a. Active vocabulary (productive) is the words which the learner can
use appropriately in speaking or writing. To use the productive vocabulary, the students are supposed to know how to pronounce it well. They must know and be able to use grammar of the target language. The students are also hoped can be familiar with the collocation and understand the connection meaning of the words. This type is often used in speaking and writing skill.
b. Passive vocabulary (receptive) refers to language items that can be recognized and understood on the context of reading or listening.
3. The Importance of Vocabulary
Vocabulary is basic to communication if one does not recognize the meaning of the key words used by those who address him; he will be unable to participate in the conversation. To express some ideas or ask for information, person must be able to produce lexical item to convey his or her meaning.
Besides that, Tarigan (1984: 82) points out the importance of vocabulary in language learning, he states that language skill mostly depends on the mastery of vocabulary. Therefore, the more vocabulary that people got there will be the bigger possibility that people can use the language skillfully.
In short, by a rich vocabulary it gives the right words to be used at the right time by the learners, and also enables them to express their real thoughts, ideas and feelings.
4. The Aspect of Vocabulary
Vocabulary consist of four aspects namely meaning, spelling, pronounciation, word classes, and word use (Mardianawati, 2012:11). a. Meaning
Meaning is the most important aspect of vocabulary teaching because a word may have more than one meaning when it is used in different context. In order to discover the meaning, the teacher can use ways such as guided discovery, contextual guesswork and using dictionaries.
A word may have more than one meaning when it is used in different context. In order to discover the meaning, the teacher can use ways such as guided discovery, contextual guesswork and using dictionaries.
demonstration (using object, using gesture, blackboard drawing and pictures of book) and by verbal explanation (analytical definition, putting the new words in a defining context, and translating into another language) (Nations, 1990: 51 as cited in Kareem, 2000: 6). Involving students in discovering the meaning, it will be easy for students to remember the word and its meaning.
Contextual guesswork means making of the context in which the word appears to drive and idea of its meaning, or in some cases, guess from the word itself. Knowledge of word formation, e.g. prefixes and suffixes can help students to discover meaning.
b. Spelling
In learning vocabulary, spelling is important because it aids in reading and as the connector of sounds and letters. There may be different acceptable written forms for the same words within the same variety of English or most commonly, due to the fact that they belong to different varieties as happens with many British or American English terms (Nations, 1990: 51 as cited in Kareem, 2006: 6).
c. Pronunciation
from the inconsistency between spelling (the written form) and pronunciation (the sound production) in the English language.
d. Word Classes
Word class is an important feature in semantic feature analysis. The classification of the words of language in this way is dependent on their function in communication. According to Hatch (1995: 218), the word classes can be classified into several classes are as follows:
1. Nouns
Nouns are words that refer to a person, place, or thing. Some nouns are very similiar to verbs in meaning, events such as swimming, dancing, and praying, which bring verb qualities to nouns. Some nouns are also very like adjectives in meaning. Colors and numbers illustrate this well.
2. Verbs
Verbs are words that denote action. Verb has two classes. First, lexical verb (can be told ―dictionary verb‖) is having meaning such as
run, jump, sit and stand. Second, auxiliary verb (can be told ―helping
verbs‖) which generally used for the purpose of grammatical than for
3. Adjectives
Adjectives are used to highlight qualities or attributes. Certain adjectives are typically used to describe particular nouns. For example, light, dark, bright, And dull are used with color names.
4. Adverbs
Adverb is a word that changes or qualifies the meaning of a verb, adjective, other adverb, clause, sentence or any other word or phrase, except that it does not include the adjectives and determines that directly modify nouns. However, intensity can be expanded into a scale such as slowly to quickly for manner adverbs; yesterday to tomorrow for time adverbs; here to there for place or locative adverbs; and always to never for frequency adverbs.
e. Word Use
Word use is how a word, phrase, or concept is used in a languge. Word use may also involve grammar and thus be the subject of profound analysis (Mardianawati, 2012: 11).
B. Teaching Vocabulary
Teaching is the most important thing in learning process. Through teaching a teacher can help the students to understand about the lesson given. The word ― teaching‖ according to Brown is ― showing or helping
study of something, providing with knowledge causing to know or understand‖ (Brown, 2001:7).
Vocabulary is the basic thing that should be mastered by the learners. By mastering vocabularies the learners will be easy to understand the language. If the learners do not know the meaning of words, they will have difficulties in understanding what they see, read and learn. According to Napa (1991: 6) vocabulary is very important in making up language. It is one of the basic elements and that is why no language exists without words.
According to Twaddel (1980 : 135) teaching vocabulary is very important task in teaching English. It is one of the least efficient ways of developing learners vocabulary knowledge.
a. Vocabulary Teaching Strategies
According to the study of Hatch and Brown, learners‗ strategies for
learning vocabulary fall into five essential steps:
1. having sources for encountering new words;
2. getting the forms of the new words;
3. learning the meanings of the words;
4. making a strong memory of the words;
while teaching vocabulary, teachers should take into account the three important aspects of vocabulary learning—word form, word meaning and word use. In other words, vocabulary teaching should cover both the central features of lexical items and their relations with other words.
b. Stages of Teaching Vocabulary
According to Doff (1988, p. 98), there are four stages in teaching vocabulary, namely presentation, practice, production, and review.
1. Presentation
Presentation is one of the most important and complex preliminary stages in teaching vocabulary. The title of this stage indicates clearly its function is introducing new lexical items to learners. As suggested by Thornbury (2002, pp. 75-76), learners need to learn both the meaning and the form of a new word. He also emphasizes some major factors subject to the number of word to be presented such as The learners‘ level (beginner, intermediate, or advanced)
and (5) examples of the type. The last one is translation. It is considered a quick, easy, and effective way of conveying the meaning of vocabulary.
Similarly, Thornbury (2002, p. 77) suggests a variety of techniques in introducing vocabulary such as translation, real things, pictures, gestures, definitions, and situations. Doff (1988, p. 96) groups these techniques into four categories: showing the meaning of words visually, showing the meaning of words in context, using synonyms and/or antonyms, and translation. He adds that a combination of the techniques should be implemented when it comes to the effectiveness of presenting meaning of new words.
2. Practice
When the teacher presents the meaning of the words, they can only become students‘ passive vocabulary, and students may easily forget
them or do not know how to use them properly. Students‘ vocabulary can only be activated effectively if the teacher gives the learners opportunities to practice them through vocabulary exercises or activities. Thornbury (2002, p. 93) underlines the popular belief that ―practice
makes perfect‖. Additionally, he emphasizes the action of moving from
Teacher plays an important role in helping students‘ vocabulary motivated. According to Scivener (1994, p. 127), some kinds of practical exercises to help students become more familiar with the words they have learned: matching pictures to words, matching parts of words to other parts, using prefixes and suffixes to build new words from given words, classifying items into lists, using given words to complete vocabulary specific task, filling in crosswords, grids or diagrams, guessing the words, filling in gaps in sentences and memory games.
3. Production
language awareness; repetition and recycling of activities, such as summarizing a text oraly continuously to keep words that have been learned.
4. Review
This process aims at helping students acquire active, productive vocabularies. According to Davies and Pearse (2000, p.103), reviewing is ―new work on old language‖, ―a challenge, requiring ingenuity and
creativity‖. It produces better results for teaching and learning
vocabulary. In the reviewing stage, students have more ―opportunities to
use language and receive feedback‖. Methodologists agree that games
and communicative activities are the best ways to help students review vocabulary. Besides, visual aids can make vocabulary revision more interesting and effective.
c. Step of Teaching Vocabulary
According to Nunan (1991: 116) there are some steps in teaching vocabulary:
2. Vocabulary items should be taught in the some way the teacher teach everyday else. Teacher gives the students understanding of the meaning in many ways.
3. Vocabulary should be practiced as structures are practiced in
substitution drills, question and answer, etc.
4. Vocabulary items should be reintroduced many times with all the structure and in all the situations in which they can logically be used. 5. Students should be encouraged to learn and use nouns, verbs,
adjective, and adverbs, which contain the some roots. c. Technique for Teaching Vocabulary
Teaching vocabulary is really essential in language learning. The teacher should be able to use appropriate way for teaching vocabulary so that the students can learn vocabulary effectively. According to Harmer as cited in Yulianto (2010:19-20) there are some technique for teaching vocabulary as follows:
a. Using Realia
Realia means the use of real object that can be seen by the students. The teacher gives such a real thing in the classroom, so the word can be easily explained.
b. Showing The Pictures
blackboard, drawing, charts, flash cards, table or statistic and the other non-technical visual representation.
c. Mime, Action and Gesture
Frequently, it is difficulty or even possible to explain the meaning of words using the reality or picture. In this matter, teacher can choose mime action or gesture.
d. Enumeration
When the teacher find difficulty in explaining word she/ he can enumerates a word.
e. Word Association
In teaching new vocabulary, a teacher mentions the things connected to the words.
f. Explanation or Definition
In this technique, teacher gives example or definition of a word.
g. Translation
When there is no other ways to explain a word, teacher sometimes has to translate that word into the student‘s language.
(Harmer, 1983: 86)
h. Game
which the language is useful and meaningful. (Andrew wright, 1984: 1)
It can conclude from the explanation above that to teach English vocabulary in the beginning level it needs suitable a technique. The teacher must choose the techniques, which make the students easy to understand the material and enjoy in their study. One of the techniques, which can make the students easy to understand the material and enjoy their study, is though game.
C. Games
1. Definition of Games
According to Hadfield (1990: 6), game is an activity with rules, a goal and an element of fun. Therefore, games involve many factors: rules, competition, relaxation and learning in particular. The main focus of using game in class is to help students learn and have fun. Game can make the students more focus in learning because they do not feel that they are forced to learn.
a winner in that games, and it is also entertaining because students fun and enjoy in playing and interacting each other.
Nicolson and William (1975: 1) as cited in Minoo (2010: 3) states that game is a form of teaching which may be used in circumstances where ordinary approaches are not well tolerated; when attention is hard to get and harder to keep.
From the definition above, it can be concluded that game are interesting, motivating and challenging for young learners. Through game, the students can learn how to interact with their friends. By interacting with others, language skills can be developed, and they can communicate with their own words easily.
2. The Advantages of Games
There are many advantages of using games in the classroom: 1. Games are a welcome break from the usual language class. 2. Games are motivating and challenging.
3. Learning language requires a great deal effort. Games help students to
make effort.
4. Games provide language practice in the various skills such as: speaking, writing, listening and reading.
3. Kinds of Language Games
Language learning is hard work. Effort is required at every moment and must be maintained over a long period. Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what other saying or have written, and they must speak or write in order to express their own point of view or give information.
There are many kinds of games which can be used in teaching English. Of course, as a technique games need help from media.
Lewis and Bedson (2002: 16-8) divided games according to their general character and spirit. They distinguish:
a. Movement games in which children are physically active. b. Card games
Games during which children collect, give away, sort and count cards; cards can have a meaning in a game, or simply serve as symbols for objects or actions.
c. Boards games
All games which mainly involve moving makers along a path. d. Dice games
e. Drawing games
They require creativity and sensitivity towards world, the children must be able to understand instructions and describe their art.
f. Role play games
They can vary from guided drama to free speaking activities but it depend on the language level, curiosity, and confidence of players. g. Team games
h. They can belong to other categories but also require cooperative team work.
i. Word games
This kind of games allow to utilize children‘s enjoyment with words. j. Guessing games
Guessing game was developed and introduced by John Maynard Keynes, it is one of techniques which can be use for learning vocabulary in junior high school. The player with the information deliberately withholds it, while others guess what it may be. One of the popular game in guessing game is using yes or no question and it called as Eat Bulaga game.
D. Eat Bulaga game
1. Definition of Eat Bulaga Game
guessing the words that are given. It uses yes or no question for guessing the words. Usually, the materials used in a Eat Bulaga game consist of the definition of terms, antonym, synonym, name of tools or things and so on.and when the player won the game then the player will get the surprise by receiving the gift.
Eat bulaga game is game that played by pair. So here there are two person who play the game. The first person guess the word by giving yes or no question and the second person just answer it by word yes or no.
This game can be applied in learning process especially in English lesson. So here the teacher provide the words and divides the students into some group or pairs. One student from the pair guess the word by giving yes or no question and the other student guess it by say yes or no. Before that the teacher gives the clue of the word to the student. The group which can guess the most words will be the winner of the game.
Furthermore, in this research, after playing this game, the teacher asks each team to make a sentence for each word which have been guessed by them on the game before. This activity is purposed to make the students use the words well.
2. Purpose of Eat Bulaga Game
The purpose of using Eat Bulaga games in teaching vocabulary mastery is effective enough particularly in junior high school, because :
It is known that games are interesting for young learners. If the students feel happy in teaching-learning activities, it can bring positive attitudes such as feeling of interested in the language that they are learning.
2. It can run through the boredom
The lesson with less variation and which always follows a rhythmical pattern or could be predicted would often cause the lose of attention. The students become sleepy, and think of nothing else. They would be very happy if the bell rang. Games that are used in teaching young learners can provide a pleasant experience for the children.
3. It can develop their linguistics skill, especially for pronunciation and concentration.
In the teaching activities, the students feel that the teacher gives attention, because the teacher will always correct their pronunciation, they also practice concentration to get the point of question.
4. It is more effective in learning English
3. The Steps of Eat Bulaga Game
Eat Bulaga is a game worth to be played by all ages. Eat bulaga game is adapted from guessing game. It is one of the educative games in the market that people have accepted with open arms and minds.
The Steps of Using Eat Bulaga Game :
a. Teacher takes the material vocabulary according to the subtopic of the lesson that will be studied in the class.
b. Teacher divides students into some groups.
c. Teacher asks the group or pair to come in front of the class.
d. Teacher nominates one student from each group to sit on the chair. e. The teacher decided the words that will be guessed by the students. f. Teacher gives the cap which is give a word.
g. The teacher gives the clue of the word which is available.
h. The student who sit on the chair are given the cap and guess the word by giving yes or no question and it called as gusser.
i. The other students must answer it by using yes or no and it called
as director.
j. The pair can change position to guess the word.
k. The group which can guess the most words will be the winner of the game.
E. Basic Assumption
English for beginner level or students of MTs PP Darul Qurro Kawunganten in the seventh grade is a difficult material in their study. The use of games in learning vocabulary has special contribution in making the students active and enthusiast in following the class. Through Eat Bulaga game, the students can develop their linguistics skill, especially for spelling, pronounciation and concentration. Beside that by applying Eat Bulaga game, students remember the vocabulary and can be used to add vocabulary easily.
F. Hypothesis
